Course Description s66

COURSE DESCRIPTION

This course is designed for the person who needs an understanding of electrical/electronic fundamentals and principles. Emphasis is placed on electrical theory and science, semiconductor devices, motors, transformers, programmable logic controllers, and circuit analysis of resistive, capacitive, resonant, and tuned circuits. Upon completion, students will have knowledge of basic electricity and electronics.

This supports CIP code 15.0801. Core.

CREDIT HOURS

Theory 3 credit hours

Lab 0 credit hour

Total 3 credit hours

NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule lab hours as manipulative (3:1 contact to credit hour ratio) or experimental (2:1 contact to credit hour ratio).

The Alabama College System

Lesson Title Course prefix and number

PREREQUISITE COURSES

Determined by college unless stated otherwise

CO-REQUISITE COURSES

Determined by college unless stated otherwise

INSTRUCTIONAL NOTE: Students should have a comprehensive background in mathematics prior to taking this course.

INDUSTRY/PROFESSIONAL COMPETENCIES

· Apply general shop and industry / government safety rules and procedures as specifically related to electricity and electronics.

· Use proper first aid procedures.

· Read and interpret electrical/electronic schematics.

· Construct and verify the operation of a direct current (DC) circuit.

· Analyze alternating current (AC) circuits.

· Identify and verify operation of basic electronic devices.

· Describe electric motors and transformers used in the manufacturing environment.

· Describe programmable logic controllers (PLCs) used in the manufacturing environment.

GENERAL INSTRUCTIONAL OBJECTIVES

The cognitive objective for this course is for each student to comprehend foundational knowledge of Basic Electricity and Electronics processes in an industrial environment.

The performance objective of this course is for each student to apply foundational knowledge of Basic Electricity and Electronics encountered in a classroom simulated industrial environment.

INDUSTRY/PROFESSIONAL COMPETENCIES/STUDENT PERFORMANCE

Unless otherwise indicated, evaluation of student’s attainment of cognitive and performance objectives is based on knowledge gained from this course. During performance evaluations, students will be provided necessary tools, equipment, materials, specifications, and any other resources necessary to accomplish the task. Specifications may be in the form of, but not limited to, certification agencies, national and state codes, health care facility policies, locally developed lab/clinical assignments, or any combination of specifications.

MODULE A – ELECTRICAL/ELECTRONICS SAFETY
INDUSTRY/PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
A1.0 Apply general shop / industry / government safety rules and procedures as related to electricity and electronics. (3c)
A2.0 Use proper first aid procedures. (3c) / A1.1 Recognize electrical/electronic hazards and execute the proper precautions to prevent injuries. (3)
A2.1 Demonstrate knowledge of proper first aid procedures in a specified situation. (3)

ENABLING OBJECTIVES

KSA

Indicator

A1.1.1 Describe procedures to be taken to prevent electrical shock.
A1.1.2 Explain the health hazards of receiving an electrical shock.
A2.1.1 Describe the appropriate actions to take for a shock victim. / c
B
c
MODULE B – SCHEMATIC READING
INDUSTRY/PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
B1.0 Read and interpret electrical/electronic schematics. (2B) / B1.1 Identify common electrical/electronic symbols. (2)
B1.2 Read and interpret electrical/electronic schematics. (2)

ENABLING OBJECTIVES

KSA

Indicator

B1.1.1. Describe various electrical/electronic symbols.
B1.1.2 Explain the uses of various electrical/electronic symbols.
B1.1.3 Interpret various electrical/electronic symbols.
B1.2.1 Explain the process used for reading and interpreting electrical/electronic schematics. / B
B
B
b
MODULE C – DC CIRCUITS
INDUSTRY/PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
C1.0 Construct and verify the operation of a DC circuit. (2C) / C1.1 Create, analyze, and measure parameters of DC circuits using circuit simulation software. (2)
C1.2 Construct a series parallel DC circuit. (2)
C1.3 Use a multimeter to measure voltage, current, resistance, and check continuity. (2)

ENABLING OBJECTIVES

KSA

Indicator

C1.1.1 Define electric current, voltage, resistance, power, and energy.
C1.1.2 List the unit of measurement of electric current, voltage, resistance, power, and energy.
C1.1.3 Explain the relationship between current, voltage, and power.
C1.1.4 State the Power Law (Joule’s Law) in terms of voltage and current.
C1.1.5 State the basic principles of Kirchhoff’s Law.
C1.1.6 Interpret the color code of a resistor.
C1.1.7 Classify the power capacity of a resistor based on physical appearance or labeling.
C1.1.8 Discuss how resultant resistances are calculated in series and parallel circuits.
C1.1.9 Describe how to create, analyze, and measure parameters of DC circuits using circuit simulation software.
C1.2.1 Explain how to construct a series parallel DC circuit.
C1.3.1 Describe necessary safety precautions when using a multimeter.
C1.3.2 Explain how to use a multimeter to measure voltage, current, resistance, and check continuity. / A
A
B
B
C
C
C
C
b
c
c
b
MODULE D – AC CIRCUITS
INDUSTRY/PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
D1.0 Analyze AC circuits. (2C) / D1.1 Analyze and verify a resistive, inductive, and capacitive AC circuit using appropriate test instruments. (2)

ENABLING OBJECTIVES

KSA

Indicator

D1.1.1 Define alternating current.
D1.1.2 Explain the difference between DC and AC.
D1.1.3 Define capacitance and inductance.
D1.1.4 Identify various capacitors and inductors.
D1.1.5 Explain the relationships between voltage, current, and power in AC circuits.
D1.1.6 Describe a sine wave in terms of time; frequency; and peak, RMS, and instantaneous voltage values.
D1.1.7 Define capacitive reactance and inductive reactance in terms of inductance, capacitance, and frequency.
D1.1.8 Analyze AC circuit values using formulas.
D1.1.9 Identify and state the use for common tools and electric test equipment.
D1.1.10 Calculate values at specified points of an AC circuit.
/ A
B
A
A
B
B
B
B
B
C
MODULE E – BASIC SEMICONDUCTOR DEVICES
INDUSTRY/PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
E1.0 Identify and verify operation of basic electronic devices. (2C) / E1.1 Safely demonstrate device operation verification procedures using appropriate test instruments and methods. (2)

ENABLING OBJECTIVES

KSA

Indicator

E1.1.1 Recognize common conductors, semiconductors, and insulators.
E1.1.2 Discuss switches in terms of poles and throws.
E1.1.3 Describe how a diode reacts to current direction.
E1.1.4 Explain how NPN and PNP relate to transistors.
E1.1.5 State the advantage of the SCR over the conventional diode.
E1.1.6 Describe the methods used to verify device operation.
E1.1.7 Describe electrostatic discharge awareness procedures.
/ A
B
B
B
B
C
B
MODULE F – BASIC MOTORS AND TRANSFORMERS
INDUSTRY/PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
F1.0 Describe electric motors and transformers used in the manufacturing environment. (A) / F1.1 This competency is measured cognitively.

ENABLING OBJECTIVES

KSA

Indicator

F1.1.1. Summarize DC motor construction and operating principles.
F1.1.2 Identify various types of transformers.
F1.1.3 Identify transformer terminal markings.
F1.1.4 Explain the basic operating principles of a three-phase motor.
F1.1.5 Discuss the “delta” and “wye” wiring configurations.
F1.1.6 Explain electrical transmission and transforming.
/ A
A
A
A
A
A
MODULE G – BASIC PROGRAMMABLE LOGIC CONTROLLERS (PLCs)
INDUSTRY/PROFESSIONAL COMPETENCIES / STUDENT PERFORMANCE OBJECTIVES
G1.0 Describe programmable logic controllers used in the manufacturing environment. (A) / G1.1 This competency will be measured cognitively.

ENABLING OBJECTIVES

KSA

Indicator

G1.1.1 Explain the use of PLCs in manufacturing processes.
G1.1.2 List basic PLC input/output functions.
G1.1.3 Interpret a simple PLC program.
/ A
A
A

COURSE CONTENT OUTLINE

MODULE A – ELECTRICAL / ELECTRONICS SAFETY

· Hazards

o Recognition

o Prevention

· First Aid

MODULE B – SCHEMATIC READING

· Symbols

· Reading

· Interpreting

MODULE C – DC CIRCUITS

· Definitions

o Current

o Voltage

o Resistance

o Power

o Energy

· Units of measurement

· Joule’s Law

· Kirchhoff’s Law

· Resistors

o Appearance

o Capacity

o Calculations

· Circuit simulation software

· Circuit Construction

· Multimeters

o Safety

o Measurements

§ Voltage

§ Current

§ Resistance

§ Continuity

MODULE D – AC CIRCUITS

· Definitions

o AC

o Capacitance

o Inductance

· Circuitry relationships

o Voltage and current

o Voltage and power

o Current and power

· Sine waves

o Time

o Frequency

o Peak

o RMS

o Instantaneous voltage values

· Capacitive reactance

· Inductive reactance

· Formulas

· Tools and test equipment

· Predicting point values

MODULE E – BASIC SEMICONDUCTOR DEVICES

· Materials

o Conductors

o Semiconductors

o Insulators

· Switches

· Diodes

o Conventional

o SCR

· Transistors

o NPN

o PNP

· Device operation

· Electrostatic Discharge

MODULE F – BASIC MOTORS AND TRANSFORMERS

· DC motor construction and operating principles

· Transformers

· Three-phase motors

· Wiring configurations

o Delta

o Wye

· Electrical transmission and transforming

MODULE G – BASIC PROGRAMMABLE LOGIC CONTROLLERS (PLCs)

· PLC uses

· PLC input and output functions

· Interpreting a PLC program

Learning Objectives Table of specifications

The table of specifications below identifies the percentage of objectives at a cognitive level for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation.

ENABLING OBJECTIVES TABLE OF SPECIFICATIONS
Cognitive Domain
Facts/ Nomenclature A/a / Principles/ Procedures B/b / Analysis/ Operating Principles C/c / Evaluation/ Complete Theory D/d
Module A / 33% / 67%
Module B / 100%
Module C / 17% / 33% / 50%
Module D / 30% / 60% / 10%
Module E / 14% / 72% / 14%
Module F / 100%
Module G / 100%
Knowledge, Skills, and Abilities (KSA) Indicators
Value / Key Word(s) / Definition
Performance
Ability / 4 / Highly
Proficient / Performs competency quickly and accurately. Instructs others how to do the competency.
3 / Proficient / Performs all parts of the competency. Needs only a spot check of completed work.
2 / Partially
Proficient / Performs most parts of the competency. Needs help only on hardest parts.
1 / Limited Proficiency / Performs simple parts of the competency. Needs to be told or shown how to do most of the competency.
Knowledge of Skills / d / Complete
Theory / Predicts, isolates, and resolves problems about the competency.
c / Operating Principles / Identifies why and when the competency must be done and why each step is needed.
b / Procedures / Determines step-by-step procedures for doing the competency.
a / Nomenclature / Names parts, tools, and simple facts about the competency.
Knowledge / D / Evaluation / Evaluates conditions and makes proper decisions about the subject.
C / Analysis / Analyzes facts and principles and draws conclusions about the subject.
B / Principles / Identifies relationship of basic facts and states general principles about the subject.
A / Facts / Identifies basic facts and terms about the subject.
Affective / *5 / Characterization by Value / Acting consistently with the new value
*4 / Organization / Integrating a new value into one’s general set of values, giving it some ranking among one’s general priorities
*3 / Valuing / Showing some definite involvement or commitment
*2 / Responding / Showing some new behaviors as a result of experience
*1 / Receiving / Being aware of or attending to something in the environment
Alpha Scale Values - Any item with an upper case letter (A, B, C, D) by itself is taught as general information on a topic. This information may be related to the competency or encompass multiple competencies. Examples might include mathematical computations or knowledge of principles such as Ohm’s Law.
A lower case letter indicates a level of ”Knowledge of Skills.” Individuals are taught information pertaining to performing a competency . These may be indicated alone or in conjunction with a numerical scale value. A lower case letter by itself indicates the individual is not required to perform the task-just know about the task. (example: Can state or explain procedures for doing a task).
Numerical Scale Values - The numbers reflect the levels the individual will be able to perform a competency. Number values are always accompanied by lower case letters (i.e. 1a, 2b, 3c...etc.) in order to specify the level of knowledge of skills associated with the competency.
Example: An individual with a competency with a scale indicator of 3b has received training of knowledge of skills whereby he or she can determine the correct procedures and perform with limited supervision; only requiring evaluation of the finished product or procedure.
Asterisk items indicate desired affective domain levels and are used alone to indicate the desired level for a given competency. They may be used independently or with other indicators (i.e. 1a-*1, 2c-*3). If used with another indicator, separate with a hyphen.
NOTE: Codes indicate terminal values.